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Michael Davis (1997). Developing and Using Cases to Teach Practical Ethics.

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  1.  16
    Teaching Ethics to Engineers: A Socratic Experience.Gonzalo Génova & M. Rosario González - 2016 - Science and Engineering Ethics 22 (2):567-580.
    In this paper we present the authors’ experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course, and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as (...)
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    A Survey of Student Opinions on Ethical Design Standards in Taiwan.Yingying Lee, Manlai You & Ming-Ying Yang - 2015 - Science and Engineering Ethics 21 (2):505-530.
    Design ethics has been offered as a course in undergraduate design programs in Taiwan for over a decade, but research on teaching design ethics and the results of teaching these courses is scant. We conducted two tests to examine the effect of an ethics course, and the differences among the effects of design department, gender, and study year on student opinions regarding ethical design standards at the National Yunlin University of Science and Technology in Taiwan. The participants comprised 934 undergraduates (...)
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    Three Approaches to Doing Philosophy: A Proposal for Grouping Philosophical Exercises in Classroom Teaching.Natascha Kienstra, Machiel Karskens & Jeroen Imants - 2014 - Metaphilosophy 45 (2):288-318.
    Classroom teaching has two aims: learning philosophy, that is, the great philosophers, and doing philosophy. This article provides an overview of thirty exercises that can be used for doing philosophy, grouped into three approaches. The first approach, doing philosophy as connective truth finding or communicative action, is related to such philosophers as Dewey and Arendt, and is illustrated by the Socratic method. The second, doing philosophy as test-based truth finding, is related to such philosophers as Popper, and is illustrated by (...)
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    On Using Ethical Theories to Teach Engineering Ethics.Mathieu Bouville - 2008 - Science and Engineering Ethics 14 (1):111-120.
    Many engineering ethics classes and textbooks introduce theories such as utilitarianism and Kantianism (and most others draw from these theories without mentioning them explicitly). Yet using ethical theories to teach engineering ethics is not devoid of difficulty. First, their status is unclear (should one pick a single theory or use them all? does it make a difference?) Also, textbooks generally assume or fallaciously ‘prove’ that egoism (or even simply accounting for one’s interests) is wrong. Further, the drawbacks of ethical theories (...)
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  5.  56
    Integrating Ethics Into Technical Courses: Micro-Insertion. [REVIEW]Michael Davis - 2006 - Science and Engineering Ethics 12 (4):717-730.
    Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics, engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”. This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking of integrating ethics into the technical (scientific or (...)
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    Standards for Evaluating Proposals to Develop Ethics Curricula.Vivian Weil - 2005 - Science and Engineering Ethics 11 (3):501-507.
    A focus on standards for assessing proposals for online teaching of practical and professional ethics provides an approach to standards for raising the level of online teaching. Intellectual merit, broad impact, and integration of research and teaching featuring a high level of interactivity are key criteria for evaluation. Especially noted is research that can serve to prepare instructors, to enrich the content of courses, and to stimulate further research. Yet raising the level of online teaching hinges on developing easy access (...)
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